Candidate Work Sample

Angelica Swinhart

Spring 2015: Unit Work Sample

Angelica Swinhart
8th Grade English Language Arts
CWS Section I:
Reading/Writing: Enhancing comprehension of a text through written response/analysis
Unit Theme: Narrative/Self Discovery
CWS Section III: Unit Plan (Part A) (key element 2.A):
Unit outline
Unit Objectives
(Key element 2.A)

Correlated
Standards/Expectations
1. Students will actively read the book Into the Wild by ELA 8-1: The student will read
John Krakauer, in which students will reflect their and comprehend a variety of
comprehension through their use of critical thinking when literary texts in print and
nonprint formats.
responding to prompts/questions in their readers journal.
2. Students will create a visual poster of Christopher
McCandless self-evolution, while citing direct quotes
from the book to supplement their poster.
3. Students will present their posters outlining Christopher
McCandless self-evolution in small groups and display
them on the classroom wall.

ELA 8-1.6: Create responses to

literary texts through a variety
of methods (for example,
written works, oral and auditory
presentations, discussions,
media productions, and the
visual and performing arts).

4. Students will develop a vocabulary list of words that are ELA 8-3: The student will use
unfamiliar from the book, in which students must define word analysis and vocabulary
strategies to read fluently.
and give contextual understanding of each word.
5. Students will articulate their comprehension of
Christopher McCandless self-evolution and discovery by
creating multiple paragraph compositions pertaining to
this theme; students will do so within their reading
journals.

ELA 8-4.3: Create multipleparagraph compositions that

include a central idea with
supporting details and use
appropriate transitions between
paragraphs.

Candidate Work Sample

Angelica Swinhart

Unit Objectives
(Key element 2.A)

Correlated
Standards/Expectations
6. Students will draft their own personal story of self- ELA 8-4: The student will
discovery, utilizing Into the Wild as a guide for create written work that has a
sufficient details, coherent organization, and effective use clear focus, sufficient detail,
coherent organization, effective
of voice.
use of voice, and correct use of
the conventions of written
Standard American English.
7. Students will produce a personal narrative with the central ELA 8-5.2: Create narratives
(for example, memoirs) that
focus/theme pertaining to their own development of self.
communicate the significance of
particular personal relationships.
8. Students will revise their personal narratives in order to ELA 8-4.5: Revise writing to
improve clarity, tone voice, content and the development improve clarity, tone, voice,
content, and the development of
of ideas.
ideas. (See Instructional
Appendix: Composite Writing
Matrix.)

CWS Section III, Part B (key elements 3.A and 3.C):

In order to develop the best method of instruction for my students, I first need to assess
their prior knowledge of material within the unit. Before introducing students to the specifics
within the unit, I will give a very basic pre-assessment that will not count for a grade (Friend).
This pre-assessment will consist of multiple choice questions, as well as short answer that ask
students to define aspects of a Narrative, personal voice, etc. After the written assessment, I will
ask the students raise their hand to answer the question What is a Narrative? After
brainstorming ideas of how to define a narrative, I will ask that students work in pairs to review
their answers to the pretest, while providing each pair with an answer key to correct their
answers with in pen.
I will collect these pretests in order to gather information that indicates possible areas of
strengths and weaknesses for my students. Upon reviewing the pretest, it is likely that I will
notice that one student, Olivia, who is identified with Specific Language Impairment, struggling

Candidate Work Sample

Angelica Swinhart

to articulate herself in the short-response portions of the pretest. It is therefore my goal to find
ways to accommodate her during this unit of study so that she is better able to articulate her
thoughts/responses.
Throughout this unit, I will have students writing responses to reading prompts after
reading an assigned section of the book, Into the Wild. Students will do the majority of these
responses outside of class for homework; the following day I will collect their responses after
having a class discussion of the previous nights assigned reading. For Olivia, I will make
prompts that are less abstract in thought than those of the rest of the class, and will not require
her to write as much for each response. I will also offer that Olivia meets with myself during
study hall so that I can help her develop appropriate responses to the prompts. I will also
encourage her to watch the film version of the book, after she is finished reading to solidify her
comprehension.
In addition to the reading journals, students will create visual posters which track
Christopher McCandless journey of Self-Discovery. These posters will be particularly valuable
in assessing Olivias understanding of the book and aspects of narrative writing by utilizing a
different mode of assessment. While I had originally anticipated that students share their posters
to the entire class, I decided to accommodate Olivias struggle with verbal
expression/articulation in a large group setting, and made it so students present to small groups.
For the final assessment, students will develop their own personal narrative that expresses
a theme of self-discovery/personal evolution. All students will develop a draft of their personal
narrative in which they will be given the opportunity to peer review/edit as well as meet with me
one-on-one. I will provide all students with an outline for how a narrative should be constructed,
using aspects of Into the Wild as an example. For Olivia, I will provide additional graphic
organizers for her to better understand how she should organize her thoughts, and how a
narrative is to develop, as well as a second opportunity for revision if I see it necessary.

CWS Section III, Part D (key elements 2.B):

Activities/Strategies/Materials/Resources
Describe the key instructional activities, strategies, materials, and resources
(including instructional technology), and indicate the lesson objectives (numbered

Candidate Work Sample

Angelica Swinhart

according to the order in which they are listed in CWS Section III, Part A Unit
Outline) that are addressed.
Activities/Strategies/Materials/Resources
(Key element 2.B)

Unit Objective
Number(s)

Book: Into the Wild

1-9

Reading Journal

1-6

Poster/ Decorative Materials/Markers etc.

Computer/Word

6-9

Peer Editing/ Teacher meeting

7-9

Peer Presentations

CWS Part 2 Contextual Factors, Case Study Student Analysis & Classroom Map
TT2: Candidate Work Sample
Teachers (Intern) Name: Angelica Swinhart

Cooperating Teacher: Ms. Jamie Reep

Grade Level: 8th Grade (honors)

School: Fort Johnson Middle School

Year: 2014
A. CWS Section II: Contextual Factors (Based upon your cooperating teachers long
range plan and school demographic information.)
I have been placed in an 8th grade Honors English Classroom at Fort Johnson
Middle School, Charleston South Carolina; it is not identified as a Title 1 School. Within
the 8th Grade Honors English Class, I have a class that is entirely Caucasian students.
Students appear to fall within the realm of lower to upper middle socioeconomic status.
This differs from the general education classroom that I have also been placed in, in
which roughly 20 of the students are Caucasian, and 6 or less students are African
American. In either of the classes, there are no Latin American Students. In the 8th Grade
Honors English class, academic ability seems to be consistent from student to student,
however, it is evident that certain students respond better to certain methods of
instruction, and have shorter attention spans. Since these students have been identified as
honors students, they have all achieved highly in their general education 7th grade
English classes and therefore exhibit advanced abilities in reading comprehension and
writing.
For the purposes of this assignment I have chosen to place my Case Study student
within the 8th Grade Honors English class to encourage teachers to realize that even
students within Honors classrooms still need specific accommodations, and that even
students with Identified learning disabilities can be high achieving students that are
important assets to a classrooms community.

Candidate Work Sample

Angelica Swinhart

B. (Step 1) (I)- Identify Overall Classroom Demands (Complete each section and
bulleted categories below)
Classroom Organization (UDL Principles 1, 3, 4, 7, 8, 9)
Classroom Arrangement: (Friend, IRIS Module: Reference 1)
The desks within the classroom will be organized to promote group work. Since
there are 26 students within the classroom, I have organized students individual desks
in four groups of four, and two groups of five desks. The clusters of desks are spread
to utilize the general center of the classroom, with adequate space between clusters so
that I am able to move through out instruction. Students desks, although in clusters,
are positioned so that no student has their back to the front of the classroom where the
Smartboard and Whiteboard are located.
At the back of the classroom is an area dedicated to classroom storage, as well as
two corners that have comfortable seating, as well as a round table for students to
work independently or in pairs/smaller groups. I felt it necessary to create these
comfortable work spaces areas to provide students with an opportunity to get a change
of pace, as well as to create a classroom environment that my students can feel both
physically and emotionally comfortable in. It is very important to create a classroom
that is a community, and I felt that an area with comfortable seating serves this purpose
well. I also feel that 8th grade students are often overlooked when it comes to the
importance of alternating seating and atmosphere to maintain engagement, and that
they too should experience the benefits of this within their classroom.
On the right wall of my classroom there are three desktop computers, which face
the wall, so that from my desk, or when moving about the classroom, I am able to see
what students are working on at their monitors. While this might be distracting for
some students, I felt that it was more important that I could make sure students at
computers were on task during independent use of the technology, especially with
regards to school appropriate use of the internet.
At the front of the classroom on the right side, there is a third workstation that is
intentionally placed near the classroom bookshelf. Students should use the classroom
bookshelf when it is appropriate and feel comfortable utilizing classroom materials
within the classroom community. The workstation provides yet another option for
students to work independently, or even for the teacher to meet one on one with a
student.
My desk is placed on the left corner of the classroom, and is cornered off so that I
maintain an aspect of privacy when grading students work. Students are not able to
see my computer monitor, so that there is an element of confidentiality when inputting
grades, emailing, etc.
There is an Easel placed at the front of the classroom which I find particularly
beneficial for brainstorming students ideas, reviewing classroom agenda, classroom
objectives, discussions etc. I find the Easel is another element that shifts students
attention beyond the white board, and the Smartboard in order to maintain
engagement. Lighting within the classroom is balanced with natural lighting from
windows, with supplemented lighting from lamps and overhead lights

Candidate Work Sample

Angelica Swinhart

Classroom routines and procedures: (Friend)

Class instruction will always begin with a warm-up activity that is projected on
the whiteboard, which will usually take roughly five minutes at the start of class.
Students will come into the classroom with the expectation to quietly sit down at their
assigned seat and begin working on the warm-up. The warm-up will usually serve as
an activation of students prior knowledge of an activity or lesson that they will have
for the day. For example, for a lesson that is centered round dystopian fiction,
students will answer the question, What is a Utopia? for their independent warm
up.
Students homework and upcoming assignments for the week will be written in
the right hand corner of the white board with the corresponding day of the week and
date. Students will also be able to refer to the daily agenda on the right side of the
white board.
If students are required a handout for class, handouts will be placed on the round
table to the right of the door at the front of the classroom, they are to pick up these
handouts when walking into class before starting their warm up activity.
If students have a homework assignment due, and it is in the form of a hard copy
document, they are to drop it into the file labeled homework as they enter the
classroom. The homework file will be placed on the same round table at the
beginning of class if a homework assignment is due. If a student wishes to turn in an
assignment late, they must approach the teacher about how to deliver this assignment.
Before reviewing the warm-up activity as a class, I will review with students the
agenda for the day, and take 2 minutes for any pending questions that students might
have regarding up-coming assignments.

Classroom Climate:
Class instruction will always strive to be interactive for students, and based in
discussion, in which I mostly serve as facilitator. Group work promotes students
engagement with peers and in turn helps to cultivate a community environment. As a
result of striving for a classroom that is respectful and community based, I will rotate
assigned seating every few weeks, while also taking into account specific students
learning needs. It is my goal to have all students working together, and being
respectful of each individual within the classroom. It is important that students are
able to work with all different types of their peers, as it is something that will prepare
them for life beyond the classroom. It is also especially beneficial for their learning,
as students who they typically would not sit next to often have different ways of
thinking and expressing their ideas, promoting different methods of thought for all
students.

Candidate Work Sample

Angelica Swinhart

Behavior Management:
At the start of the school year I will create a class expectations board, in which I
will ask every student to contribute at least one expectation that they have for
themselves, on expectation they have for their classmate, and one expectation they
have for myself as their teacher. These expectations are not graded, but will be written
on the expectations board by each student. Students will not have to identify which
expectations they wrote on the board, but will be encouraged to share when we
discuss our class expectations as a group. I will express to students what my own
expectations for the students and myself are, particularly with regards to respecting
one another. I will emphasize the fact that each of us a play a role in a greater
classroom community, and that each of us has a responsibility to maintain the
harmony of the community as a whole.
Classroom Grouping (UDL Principles 8, 9)

Whole groups: There will be many times when I will ask students to come
together as a class to discuss certain ideas. I will serve as facilitator within
these class discussions. Students participation will be mostly voluntary,
although there may be some exceptions to this, such as group presentations.

Small groups (types): Since this is an 8th grade honors classroom, I am

resistant to implementing Same-Skill grouping, and often do not support
this type of grouping. As a whole, these students are pretty even in their
academic achievements and would not benefit from grouping that was entirely
homogenous. Instead, I will make use of mixed-skill groupings that promote
heterogeneous collaboration amongst students. I feel this is the best way to
promote the classroom climate I am seeking, as well as the best method of
advanced academic achievement. Students are capable of helping each other
within these heterogeneous groupings, therefore allowing the more advanced
students to extend their learning further while aiding less advanced students to
do the same. As a teacher, it is my job to monitor these groups to make certain
that these groups work load is evenly distributed and that students are all
equally participating. An option for these groups, particularly within
discussion based group work is to assign different roles to students within the
group.

Individual instruction: It is important to provide students with individual

instruction on a daily basis. The classroom set up is designed so that I have
access to each student and can circulate through out the room to help each
student as much as possible. Work stations through out the room also provide
opportunity for one-to-one instruction during class activities.

Instructional Materials (UDL Principles 1, 6, 7)

Textbooks: Basic skills textbooks will be used minimally. I prefer to

use reading material in the form of short stories and novels that students can
read independently or as a class. I will create most of my lessons from these

Candidate Work Sample

Angelica Swinhart

types of readings, rather than the entirely the basic skills textbook. I will
however, use the basic skills text book to help me create my lesson plans, as it
provides good framework for what material my students should know, and
that I can expand upon. Since 8th grade honors English is not yet 9th grade
English, but a step above 8th grade English, I feel there is necessity in
introducing students to reading that falls into high school curriculum, but is
not overwhelming or inappropriate. I will also use reading and writing
journals for various assignments to monitor students comprehension of
various texts.

Manipulatives/Models: Students will use manipulatives in the form of

hand held whiteboards, literature games, cards etc. Manipulatives will be most
valuable during small groups, or as a way to assess student learning during
whole group instruction.

Technology: Technology will be a key aspect of my classroom,

particularly because I am preparing my students to enter into high school.
Students will use the Smartboard, and have a full understanding of how to use
Google Drive, gmail, Google Docs, properly use a search engine, saving
documents, etc. I will also have my students use PowerPoint for some of their
presentations. During instruction, I will model technology use through the use
of video clips, PowerPoints, Google docs, etc.

Instructional Methods (UDL Principles 1, 2, 3, 4, 5, 6)

Direct Instruction: I will use direct instruction to review and check the
previous days work, present new content or skills, provide guided practice for
my students, provide feedback and correction, and in order to provide
independent student practice during individual instruction times.

Indirect instruction: As I mentioned previously, I want to have many of

my lessons in the form of discussions. For this to be effective for student
learning, I will use the method of inquiry learning, in which I will act as
facilitator, guiding my students by helping them identify questions and problems.
By playing the role of facilitator, I will require that students have considerable
initiative and background knowledge of finding things out for themselves; this
allows students to be involved/in control of their own learning.

Scaffolding: After I have checked my students background knowledge

and kills, I will present the new cognitive strategy, or material to my students,
regulate the difficulty of the material during guided practice, provide varying
contexts for student practice, provide feedback, increase student responsibility (as
I mentioned in indirect instruction) and provide independent practice.

Independent practice: When enforcing methods of independent practice,

my students will only be practicing skills or content that they have already
learned. I will strive to make all material engaging so that the practice is more
effective for students, and that they have a desire to truly learn what they are
practicing. I will also tailor my practice to the needs of individual students. I will
not expect a student to complete a task if I know they would not be able to do so

Candidate Work Sample

Angelica Swinhart

independently (in some instances a student may need extra scaffolding).

Independent practice will be specific and systematic, and organized so that
students will ultimately achieve high levels of success, balanced with immediate
feedback.

Homework: Homework will be assigned on a regular basis and used as a

way to assess students comprehension, particularly with regards to assigned
reading. Homework should take students within 45 minutes to an hour,
depending on the assignment. It is important for students to gain a sense of
responsibility for completing homework on time, as this is the expectation within
high school. Some assignments will be grades strictly on completion and as a
way for students to get individual feedback, while other assignments will be
graded on correctness and student output.
Student Evaluation (UDL Principles 1, 3)

Testing: Students will be formally assessed with written tests, quizzes.

Grading: Grading will vary based on the type of assessment. In some

instances, students will receive grades based on participation, and receive
individual feedback, in some cases students will be graded on the number of
correct vs. incorrect responses (i.e. on a formal assessment). No matter what the
type of assessment, students will be given clear expectations for their
achievement in the form of a rubric. For formal assessments, students can refer to
the unit objectives and review that is done in class.

Performance-based assessment: Students learning will also be assessed

through use of presentations, discussions, papers, skits, etc.

Portfolio: Students will develop a writing portfolio through out the year
that will include all of their final paper assignments as well as an end of the year
reflection of their progress within the class, their learning, and personal growth.
Upon starting this portfolio, I will meet individually with each student to set
personal goals for the year. After identifying these goals together, I will ask the
students write a formal, typed, version of these goals in paragraph form with their
signature. This will be stored as a part of their portfolio as well.
C. Case study student description and analysis
Olivia is a an 8th grade student who was diagnosed with a Specific Language Impairment
at the age of six. As a current 8th grader, Olivias use of language and expression has improved
dramatically. However, Olivia still struggles with expressing her thoughts, learning new
vocabulary, understanding questions and following directions, understanding and retaining the
details of a storys plot or a classroom lecture, and reading comprehension. Olivia however, has
scored within the average/above average range of cognitive measures, but has difficulty with
expression of her understanding.

Candidate Work Sample

Angelica Swinhart

Use steps 2 4 of the INCLUDE strategy to analyze your case study students learning
needs.

Step 2 (N) Note Strengths: & Needs of Case Study Student (UDL Principles
1 7)

Academic:

Student excels in forms of creative expression, such as artistic means of

conveying her ideas (+)

Student has excellent organization (+)

Student has difficulty verbal/written expression of her ideas (-)

Student struggles to follow directions, in written and oral form (-)

Student struggles with reading comprehension (-)

Student has difficulty learning new vocabulary (-)

Social-emotional development:

Student is respectful of classmates, and teacher/adults (+)

Student is socially advanced and works well with her peers (+)

Student prefers group work to individual work (+/-)

Student enjoys visual/artistic forms of expression (+)

Student gets anxious when presenting to the class (-)

Physical development:

Student falls within the average range of development for an 8th grade female (+)

Student does not have any hearing/sight impairment (+)

Step 3 (C) - Check for Potential Successes of each Student (UDL Principles 1 7)
Case study students strengths:

Student works well in pairs and small groups and participates often.

Student is respectful of her peers

Student is particularly creative in visual/artistic expression

Potential Areas of Case Study Student Success:

Candidate Work Sample

Angelica Swinhart

Artistic/creative group projects/posters, PowerPoint presentations

Small group work

Knowledge/skill in use of technology such as PowerPoint, imovie,

Smartboard etc.

Use of organization skills

Step 4 (L) Look for Potential Problems (Mismatches) (UDL Principles 1 7)

Student has difficulty completing written formal assessments in a timely manner

Student has difficulty achieving high scores on formal assessments

Student struggles to comprehend written directions on assignments/formal

assessments

Student needs extra scaffolding/one-to-one instruction when writing papers

(Friend).

Student needs to gain comfort in expressing herself in whole-class instruction

D. Classroom map Ideal arrangement based upon your students learning &
behavioral needs.

Candidate Work Sample

Angelica Swinhart

CWS Part 3: Lesson Plan, Case Study Student Adaptations and Research-Based Strategies
Lesson Plan:
Grade Level: 8th Grade Honors English
Lesson Duration: 30 Minutes
This Lesson will serve as an introduction activity for my students to create their own
Vocabulary Lists from their reading of Into the Wild. This activity will provide students with
an opportunity to familiarize them with the comprehensive strategy of Contextual Redefinition,
which we will apply through out the unit.
Standards Addressed:
ELA 8-3: The student will use word analysis and vocabulary strategies to read fluently.
Lesson Objective:
Students will...

Predict the meaning of [provided] words based on background/prior knowledge, and

knowledge of word parts.
Determine clues that are helpful for confirming or determining word meanings for the
target words.
Cite use of context for word meaning, including context clues such as
antonyms/synonyms; local context; structural analysis- word parts, background
knowledge; or global context- beyond sentence-level that helped them determine
meaning of the word.

Preparation:
Written on the left-hand side of the whiteboard, will be the standard that will be
addressed within the lesson and our class objectives:

Candidate Work Sample

Angelica Swinhart

Standard: will use word analysis and vocabulary strategies to read fluently
Today in 8th Grade English, we will

Predict the meaning of [provided] words based on background/prior knowledge, and

knowledge of word parts.
Determine clues that are helpful for confirming or determining word meanings for the
target words.
Cite use of context for word meaning, including context clues such as
antonyms/synonyms; local context; structural analysis- word parts, background
knowledge; or global context- beyond sentence-level that helped them determine
meaning of the word.

Introduction:
1. To begin the lesson, I will activate students schema by presenting the question: What
is the most popular movie that has been released in the year 2013?
2. After students have generated a list of movies, reveal to them that the movie Disney
movie Frozen is the most popular movie of 2013.
3. Next, in order to engage students, while activating their schema, I will present the
Frozen movie trailer (2:30): https://www.youtube.com/watch?v=B8ejbjcU69g
Procedures:
Pre:
1. After viewing the movie trailer, I will ask students for a list of words that came to their
mind as they were watching it.
2. Record the list of words students generate.
3. Select the word, epic for analysis.
Modeling:
1. I will provide students with a scenario, in which I will claim that I am unfamiliar with
the word epic, which I will then predict its meaning, based on background knowledge and
knowledge of word parts.
2. I will suggest that the word epic means something that is awesome, or a big deal.
3. I will record this prediction on the board, next to the word.
4. Next, I will pull up a Rotten Tomatoes review of Frozen, which uses the word epic
in context.
5. Once I pull up the brief text, I will point out the use of the word by having asking a
student to read the article out loud.
6. Next, I will ask, Now that you have seen the word used in context, how would you
help me to define the word epic?

Candidate Work Sample

Angelica Swinhart

7. After taking students suggestions, provide the definition: A heroic adventure that is
challenging, and impressive. I will then record this definition, denoting it as a Definition Based
on Context.
8. Finally, I will ask students to explain how I determined this as a valid definition. Ask
that they provide clues that are helpful for confirming or determining my definition, by citing
which context clues (antonyms/synonyms; local context; structural analysis- word parts,
background knowledge; or global context- beyond sentence-level) helped her to reach that
definition.
7. The class will provide context clues, which I will record next to her definition. I will
provide students with scaffolding to guide them to understand which clues helped lead to our
definition.
Transition:
Provide students with a list of words related to the popularity of the movie Frozen, that
they also might be unfamiliar with, or might have a different meaning than what they are familiar
with within a new context. We will explain this as we are passing out our Contextual
Redefinition handout.
Independent Pair Practice:
1. After providing each student with their own chart, I will ask that independently, each
student come up with their own definition of what they believe the word to mean, and record this
under Predicted Definition.
2. After students have done this, I will pass out a Rollingstones article reviewing Frozen,
and ask that they read the article with a partner.
3. In pairs, I will have students complete the other two sections of the chart for the
provided 6 words, by using contextual evidence from the article. They will work collaboratively
to come up with a definition based on context, and they will show the context clues used from
the text.
Guided Practice:
1. After students have completed their chart in their pairs, we will then gather as a class to
go over our definitions.
2. Student pairs will come up and fill in the replicated chart on the board, assigning a
word to each group.
3. As a class, we will go over these definitions, as well as the context clues that helped to
determine them. We will strive to go over at least 2 of the words provided.
Assessment:

Candidate Work Sample

Angelica Swinhart

In pairs, students will complete a Contextual Redefinition table, referring to the

provided text. Students will complete the table columns. I will assess student learning during our
guided practice. Students will be assessed based on their contribution to our class
discussion/review of the Contextual Redefinition table. In their pairs, each student will approach
the white board and record their work in one of the columns. Students will be evaluated on their
participation in this activity, and their contributions will be evaluated to cage their understanding.
Lesson Materials- Worksheet and Two Non-Fiction Texts:
(IRIS Graphic Organizer Activity)
Contextual Redefinition:
Work with a group to make predictions for definitions of each of the following words. The words
included here are found in [text of our choosing]. Remember that some words that look familiar
will probably have new meanings in this context.

Word
grossing
flick
domestically
ice out
debut
bygone era

Predicted Definition

Definition Based on Context

Context Clues Used

Candidate Work Sample

Angelica Swinhart

Non-Fiction Texts:
1. Rotten Tomatoes: http://www.rottentomatoes.com/m/frozen_2013/
2. Rollingstone:
http://www.rollingstone.com/movies/news/frozen-becomes-highest-grossing-animated-film-ever20140331
Step 5 (U) Use Information to Brainstorm Adaptations (Provide Citations)
Early Finishers: Groups that finish the assigned words and their corresponding columns before
we meet as a class to review will be asked to find three additional words of their own, and
complete the table.
Struggling Students: Students who are struggling will be encouraged to go onto the next word
if they are stuck, but to provide their own definition for each word. They will be reminded that
being unsure of a words definition during this activity is not a bad thing, but a normal thing.
They will be reminded that we will go over this table as a class, and to pay attention and fill in
their tables accordingly. If they do not complete the chart when we go over it as a class, they will
be asked to meet with me to go over the strategy.
Accommodations: As a general educator, it is my goal to be able to accommodate students with
specifically identified disabilities as discretely as possible. It is my belief, that in many cases the
accommodations that would best support a student with a specific disability would also benefit
the class as a whole. For this reason, one might notice that many decisions within my lesson
planning methods have been made in order to accommodate Olivia, however, they are not
recognizable or disruptive to her classmates.
Rather than activate student schema with a written familiar text, I selected an audiovisual text in the form of the Frozen video trailer. This form of text will especially
serve to capture the attention of Olivia, due to the fact that it is visual, creative, auditory,
and familiar. In this manner, Olivia will not be intimidated by the introduction to the
lesson.
I chose to use the method of modeling during this lesson, as I felt it was the most
effective way to prepare students for their independent practice. Modeling is particularly
beneficial to Olivia, who struggles to read written instructions and interpret them
properly (Friend).
Students were expected to create personal definitions for the words they did not know,
and then work with a partner to complete their table. I wanted the development of
personal definitions to be independent so that I could assess students knowledge of

Candidate Work Sample

Angelica Swinhart

specific vocabulary, and to assess how they used specific clues to prove or disprove their
independent thought. I also felt that having students to do this part independently, better
prepares them to transition into partner work, particularly for students like Olivia who
need to take a moment to themselves to collect their thoughts before sharing with a
partner.
I wanted students to work in pairs to complete the table and read the provided articles so
that students could collaborate and develop a comfort level with the material. Olivia
benefits from reading aloud with a peer who is a slightly higher reading level, and I felt
that working with a partner would help her identify conceptual clues that she might have
missed in independent practice. The partner activity is a great way to promote peer
scaffolding, and help Olivia to participate in a less intimidating setting, such as a large
group, or in front of the class (IRIS module, Reference 1).
I ended the activity with guided practice as a way to review the material that the students
covered with their partners, and to make sure that students fully understand what is
expected of them when completing a vocabulary/contextual redefinition table. For Olivia,
providing as many opportunities for review and modeling, the better she is able to
understand instructions and expectations (Friend).
When the students begin to create their own list of words from their reading of Into the
Wild I will take the time to help Olivia select words that are challenging, but on her
level, and go over at least one of these words with her in an one-to-one guided practice
session.
Modifications: If Olivia is unable to complete her entire Contextual Redefinition table
after independent, partner, and guided practice, I will provide her with the Key to the
table. I will ask that she complete her own table from the Key (Friend).

Step 6 (D) - Decide upon Adaptations

Schema Activation with the use of familiar Audio/Visual Text, i.e. Frozen film trailer
Use of Modeling in instruction of Contextual Redefinition introduction
Independent practice to segue into Partner collaboration
Guided Practice
(Accommodations for Students with Disabilities)
Step 7 (E) - Evaluate Student progress
Portfolio
Journal Entries
Poster (Comprehensive Rubric)
Formal Assessment
Class Participation
(Friend, IRIS module: Reference 2)

Candidate Work Sample

Angelica Swinhart

References and Annotated APA Bibliography

1. The IRIS Center for Training Enhancements. (2005). Providing instructional supports:
Facilitating mastery of new skills. Retrieved on November 17, 2014 from
http://iris.peabody.vanderbilt.edu/module/sca/
Providing Instructional Supports: Facilitating mastery of new skills, IRIS module reviews
several different approaches to instructional scaffolding and how to use them. Specifically, the
module identifies Content scaffolding, Task scaffolding, and Material scaffolding and how to
implement them within instruction, particularly with diverse learners in mind. I found this
module helpful when developing a lesson plan that would accommodate Olivia, and her language
development disorder.

2. The IRIS Center for Training Enhancements. (2006). RTI (part 2): Assessment. Retrieved on
November 17, 2014 from http://iris.peabody.vanderbilt.edu/module/rti02-assessment/
This Iris Module focuses on RTI and the two primary purposes that it serves; allowing for
early intervention by identifying struggling students before they fall too far behind their peers, as
well as serving to facilitate the identification process. The module explains aspects of RTI such
as universal screening, documentation of students progress through the use of progress
monitoring data, assessing students response to intervention, and guiding instruction by utilizing
progress monitoring data. This IRIS module separates these aspects of RTI into tiers. I found that
the Tier 3 aspect of the module was the most helpful when considering accommodations for
Olivia in my classroom since she had been previously diagnosed with a language disorder.

Candidate Work Sample

Angelica Swinhart

3.NationalCenteronEducationOutcomes.(n.d.).AccommodationsforStudentswith
Disabilities.RetrievedNovember17,2014from
http://www.cehd.umn.edu/NCEO/TopicAreas/Accommodations/Accomtopic.htm
Thiswebsiteidentifiesdifferenttypesofassessmentaccommodationsforstudentswith
diagnoseddisabilities,orindicateddisabilities.Thepurposeoftheidentifiedassessment
accommodationsistoassessthestudentsability,ratherthantheirdisability.Thesiteidentifies
presentation,equipmentandmaterial,response,setting,andtiming/schedulingasessentialpoints
foraccommodationwhenassessingastudentwithadisability.Ifoundthissitetobeagood
referencewhendevelopingmylessonplan,inwhichIwasseekingtoaccommodateOlivias
languagedisorder.

4. The IRIS Center for Training Enhancements. (n.d.). Graphic Organizers Activity. Retrieved on
November 17, 2014 from
http://iris.peabody.vanderbilt.edu/wp-content/uploads/2013/12/SS2.pdf
The IRIS Center Graphic Organizer Activity provided many examples of graphic
organizers that are appropriate for different objectives within a lesson. The activity introduced
various designs of graphic organizers that could be categorized as Cause and Effect, Classifying,
Cycle, Comparing and Contrasting, Describing, and Sequencing models. When developing my
activity within my lesson plan, I referenced this activity, specifically within the category of
comparing and contrasting with the use of a graphic organizer for Contextual Redefinition.

5. Friend, M. P. (2012). Chapter 5: Planning Instruction by Analyzing Classroom and Student

needs. Including students with special needs: A practical guide for classroom teachers.
132-170. Boston: Pearson.
Chapter 5 of Including Students with Special Needs focuses on planning instruction by
analyzing classroom and student needs. I referenced this chapter most often when completing my
candidate work sample, because it covered a broad range of approaches and strategies, from one-

Candidate Work Sample

Angelica Swinhart

to-one instruction, to scaffolding, to independent practice. This chapter served as a useful aid in
developing a comprehensive plan for my methods of instruction, not just within a single lesson
yet more importantly as a general educator.